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The Routledge Handbook to Sociology of Music Education is a
comprehensive, authoritative and state-of-the-art review of current
research in the field. The opening introduction orients the reader
to the field, highlights recent developments, and draws together
concepts and research methods to be covered. The chapters that
follow are written by respected, experienced experts on key issues
in their area of specialisation. From separate beginnings in the
United States, Europe, and the United Kingdom in the mid-twentieth
century, the field of the sociology of music education has and
continues to experience rapid and global development. It could be
argued that this Handbook marks its coming of age. The Handbook is
dedicated to the exclusive and explicit application of sociological
constructs and theories to issues such as globalisation,
immigration, post-colonialism, inter-generational musicking,
socialisation, inclusion, exclusion, hegemony, symbolic violence,
and popular culture. Contexts range from formal compulsory
schooling to non-formal communal environments to informal music
making and listening. The Handbook is aimed at graduate students,
researchers and professionals, but will also be a useful text for
undergraduate students in music, education, and cultural studies.
Through interviews with many of the most noteworthy authors in law
and society, Conducting Law and Society Research takes students and
scholars behind the scenes of empirical scholarship, showing the
messy reality of research methods. The challenges and the
uncertainties, so often missing from research methods textbooks,
are revealed in candid detail. These accessible and revealing
conversations about the lived reality of classic projects will be a
source of encouragement and inspiration to those embarking on
empirical research, ranging across the full array of disciplines
that contribute to law and society. For all of the ambiguities and
challenges to the social 'scientific' study of law, the reflections
found in this book - collectively capturing a portrait of the field
through the window of the research efforts - individually remind
readers that 'good research' displays not an absence of problems,
but the care taken in negotiating them.
Leadership of Pedagogy and Curriculum in Higher Music Education is
the second of a two-volume anthology dedicated to leadership and
leadership development in higher music education. Fifteen authors
write from multiple countries and contexts, exploring pedagogical
and curricular leadership challenges and successes from around the
globe. They draw attention to the dynamics of pedagogical
approaches which encourage learners' deep and agentic engagement,
considering the sustainability and scope of such interventions
while highlighting positive frameworks and approaches. As with its
companion volume, Leadership of Pedagogy and Curriculum in Higher
Music Education includes student commentary in which student
contributors give concrete ideas and recommendations for
facilitating and strengthening leadership development through
practical and equitable strategies with students, communities and
colleagues. The outcome is a collection of essays designed to offer
student musicians, higher education teachers and institutional
leaders theoretically informed and practical insights into the
development and practice of leadership.
Leadership and Musician Development in Higher Music Education
informs, challenges and evaluates the central practices, policies
and theories that underpin the preparation of future music leaders
and the leadership of music in higher education. In higher
education, it is often presumed that preparing for professional
work is the responsibility of the individual rather than the
institution. This anthology draws on the expertise of music
practitioners to present the complexities surrounding this topic,
exploring approaches to leadership development while addressing
prevalent leadership issues from multiple standpoints. Leadership
is an inherent part of being a musician: from the creative act
through to collaborative engagement, it is fundamental to creating
and sustaining a career in music. To expect musicians to develop
these necessary skills "on the job", however, is unreasonable and
impractical. What support might be given to those looking to
negotiate a career as a musician? In fourteen essays, contributors
from around the globe explore this question and more, questions
such as: How might leadership be modelled for aspiring musicians?
How might students learn to recognise, appraise and extend their
leadership development? How might institutional leaders challenge
curricular and pedagogical norms? Effective leadership development
for musicians is vital to the longevity of the profession -
Leadership and Musician Development in Higher Music Education is a
likewise vital resource for students, educators and future music
leaders alike.
The Routledge Handbook to Sociology of Music Education is a
comprehensive, authoritative and state-of-the-art review of current
research in the field. The opening introduction orients the reader
to the field, highlights recent developments, and draws together
concepts and research methods to be covered. The chapters that
follow are written by respected, experienced experts on key issues
in their area of specialisation. From separate beginnings in the
United States, Europe, and the United Kingdom in the mid-twentieth
century, the field of the sociology of music education has and
continues to experience rapid and global development. It could be
argued that this Handbook marks its coming of age. The Handbook is
dedicated to the exclusive and explicit application of sociological
constructs and theories to issues such as globalisation,
immigration, post-colonialism, inter-generational musicking,
socialisation, inclusion, exclusion, hegemony, symbolic violence,
and popular culture. Contexts range from formal compulsory
schooling to non-formal communal environments to informal music
making and listening. The Handbook is aimed at graduate students,
researchers and professionals, but will also be a useful text for
undergraduate students in music, education, and cultural studies.
Music education has historically had a tense relationship with
social justice. One the one hand, educators concerned with music
practices have long preoccupied themselves with ideas of open
participation and the potentially transformative capacity that
musical interaction fosters. On the other hand, they have often
done so while promoting and privileging a particular set of musical
practices, traditions, and forms of musical knowledge, which has in
turn alienated and even excluded many children from music education
opportunities. Teaching multicultural practices, for example, has
historically provided potentially useful pathways for music
practices that are widely thought to be socially just. However,
curricula often map alien musical values onto other musics and in
so doing negate the social value of these practices, grounding them
in a politics of difference wherein "recognition of our difference"
limits the push that might take students from tolerance to respect
and to renewed understanding and interaction. The Oxford Handbook
of Social Justice in Music Education provides a comprehensive
overview and scholarly analyses of the major themes and issues
relating to social justice in musical and educational practice and
scholastic inquiry worldwide. The first section of the handbook
conceptualizes social justice while framing its pursuit within
broader social, historical, cultural, and political contexts and
concerns. Authors in the succeeding sections of the handbook fill
out what social justice entails for music teaching and learning in
the home, school, university, and wider community as they grapple
with issues of inclusivity and diversity, alienation, intolerance,
racism, ableism, and elitism, or relating to urban and incarcerated
youth, immigrant and refugee children, and, more generally, cycles
of injustice that might be perpetuated by music pedagogy. The
concluding section of the handbook offers specific and
groundbreaking practical examples of social justice in action
through a variety of educational and social projects and
pedagogical practices that might inspire and guide those wishing to
confront and attempt to ameliorate musical or other inequity and
injustice. Consisting of 42 chapters by authors from Australia,
Brazil, Canada, China, England, Finland, Greece, The Netherlands,
Norway, Scotland, Spain, South Africa, Sweden, and the United
States, the handbook will be of interest to a wide audience,
ranging from undergraduate and graduate music education majors and
faculty in music and other disciplines and fields to parents and
other interested members of the public wishing to better understand
what is social justice and why and how its pursuit in and through
music education matters.
This book is a close study of lawyers who practise occupational
safety and health law in the United States, using detailed
interview and survey data to explore the roles that lawyers have as
representatives of companies, unions, and OSHA (the Occupational
Safety and Health Administration). Placed in the context of
evolving understandings of regulatory politics as a problem of
public-private interaction and negotiation, the book argues that
lawyers adapt to multiple roles in what prove to be highly complex
settings. The core chapters examine stages of the administrative
process where various groups attempt to shape the immediate
outcomes and the development of OSHA law. These stages include
administrative rulemaking, post-rulemaking litigation of government
standards, regulatory enforcement, and compliance counseling by
lawyers.
Leadership and Musician Development in Higher Music Education
informs, challenges and evaluates the central practices, policies
and theories that underpin the preparation of future music leaders
and the leadership of music in higher education. In higher
education, it is often presumed that preparing for professional
work is the responsibility of the individual rather than the
institution. This anthology draws on the expertise of music
practitioners to present the complexities surrounding this topic,
exploring approaches to leadership development while addressing
prevalent leadership issues from multiple standpoints. Leadership
is an inherent part of being a musician: from the creative act
through to collaborative engagement, it is fundamental to creating
and sustaining a career in music. To expect musicians to develop
these necessary skills "on the job", however, is unreasonable and
impractical. What support might be given to those looking to
negotiate a career as a musician? In fourteen essays, contributors
from around the globe explore this question and more, questions
such as: How might leadership be modelled for aspiring musicians?
How might students learn to recognise, appraise and extend their
leadership development? How might institutional leaders challenge
curricular and pedagogical norms? Effective leadership development
for musicians is vital to the longevity of the profession -
Leadership and Musician Development in Higher Music Education is a
likewise vital resource for students, educators and future music
leaders alike.
Leadership of Pedagogy and Curriculum in Higher Music Education is
the second of a two-volume anthology dedicated to leadership and
leadership development in higher music education. Fifteen authors
write from multiple countries and contexts, exploring pedagogical
and curricular leadership challenges and successes from around the
globe. They draw attention to the dynamics of pedagogical
approaches which encourage learners' deep and agentic engagement,
considering the sustainability and scope of such interventions
while highlighting positive frameworks and approaches. As with its
companion volume, Leadership of Pedagogy and Curriculum in Higher
Music Education includes student commentary in which student
contributors give concrete ideas and recommendations for
facilitating and strengthening leadership development through
practical and equitable strategies with students, communities and
colleagues. The outcome is a collection of essays designed to offer
student musicians, higher education teachers and institutional
leaders theoretically informed and practical insights into the
development and practice of leadership.
Law and society scholars challenge the common belief that law is
simply a neutral tool by which society sets standards and resolves
disputes. Decades of research shows how much the nature of
communities, organizations, and the people inhabiting them affect
how law works. Just as much, law shapes beliefs, behaviors, and
wider social structures, but the connections are much more
nuanced--and surprising--than many expect.Law and Society Reader II
provides readers an accessible overview to the breadth of recent
developments in this research tradition, bringing to life the
developments in this dynamic field. Following up a first Law and
Society Reader published in 1995, editors Erik W. Larson and
Patrick D. Schmidt have compiled excerpts of 43 illuminating
articles published since 1993 in The Law & Society Review, the
flagship journal of the Law and Society Association.By its
organization and approach, this volume enables readers to join in
discussing the key ideas of law and society research. The
selections highlight the core insights and developments in this
research tradition, making these works indispensable for those
exploring the field and ideal for classroom use. Across six
concisely-introduced sections, this volume analyzes inequality,
lawyering, the relation between law and organizations, and the
place of law in relation to other social institutions.
Policy and the Political Life of Music Education is the first book
of its kind in the field of Music Education. It offers a
far-reaching and innovative outlook, bringing together expert
voices who provide a multifaceted and global set of insights into a
critical arena for action today: policy. On one hand, the book
helps the novice to make sense of what policy is, how it functions,
and how it is discussed in various parts of the world; while on the
other, it offers the experienced educator a set of critically
written analyses that outline the state of the play of music
education policy thinking. As policy participation remains largely
underexplored in music education, the book helps to clarify to
teachers how policy thinking does shape educational action and
directly influences the nature, extent, and impact of our programs.
The goal is to help readers understand the complexities of policy
and to become better skilled in how to think, speak, and act in
policy terms. The book provides new ways to understand and
therefore imagine policy, approximating it to the lives of
educators and highlighting its importance and impact. This is an
essential read for anyone interested in change and how to better
understand decision-making within music and education. Finally,
this book, while aimed at the growth of music educators'
knowledge-base regarding policy, also fosters 'open thinking'
regarding policy as subject, helping educators straddling arts and
education to recognize that policy thinking can offer creative
designs for educational change.
The volume presents theoretical frameworks, conceptual explications
and concrete research perspectives in the subject area of 'Media of
collective memory.' Representatives of various disciplines examine
the manifestations, social functions, cultural differences and the
historical development of the media of memory from the 17th century
to the present day.
Through interviews with many of the most noteworthy authors in law
and society, Conducting Law and Society Research takes students and
scholars behind the scenes of empirical scholarship, showing the
messy reality of research methods. The challenges and the
uncertainties, so often missing from research methods textbooks,
are revealed in candid detail. These accessible and revealing
conversations about the lived reality of classic projects will be a
source of encouragement and inspiration to those embarking on
empirical research, ranging across the full array of disciplines
that contribute to law and society. For all of the ambiguities and
challenges to the social 'scientific' study of law, the reflections
found in this book - collectively capturing a portrait of the field
through the window of the research efforts - individually remind
readers that 'good research' displays not an absence of problems,
but the care taken in negotiating them.
Music education has historically had a tense relationship with
social justice. One the one hand, educators concerned with music
practices have long preoccupied themselves with ideas of open
participation and the potentially transformative capacity that
musical interaction fosters. On the other hand, they have often
done so while promoting and privileging a particular set of musical
practices, traditions, and forms of musical knowledge, which has in
turn alienated and even excluded many children from music education
opportunities. The Oxford Handbook of Social Justice in Music
Education provides a comprehensive overview and scholarly analyses
of the major themes and issues relating to social justice in
musical and educational practice worldwide. The first section of
the handbook conceptualizes social justice while framing its
pursuit within broader contexts and concerns. Authors in the
succeeding sections of the handbook fill out what social justice
entails for music teaching and learning in the home, school,
university, and wider community as they grapple with cycles of
injustice that might be perpetuated by music pedagogy. The
concluding section of the handbook offers specific practical
examples of social justice in action through a variety of
educational and social projects and pedagogical practices that will
inspire and guide those wishing to confront and attempt to
ameliorate musical or other inequity and injustice. Consisting of
42 chapters by authors from across the globe, the handbook will be
of interest to anyone who wishes to better understand what social
justice is and why its pursuit in and through music education
matters.
Both in concept and in practice, policy has permeated the deepest
recesses of civil society and has had particular impact on the
lives of those who are actively connected to the educational
process. For music teachers in particular, policy can evoke images
of a forbidden environment beyond one's day-to-day duties and
responsibilities. Nothing, however, could be farther from the
truth. In this book, author Patrick Schmidt offers a variety of
ways for K-12 music educators to engage with, analyze, and develop
effective policy. Schmidt first demystifies the notion of policy
and the characterization that it is out-of-reach to teachers,
before exemplifying how policy, both big-picture policy and policy
as a daily encounter enacted at the local level, share many
similarities and are indeed co-dependent fragments of the same
process. The first provides extensive and detailed contextual
information, offering a conceptual vision for how to consider
policy in the fast-pace and high-adaptability reality of
21st-century music education environments. The second delivers a
practical set of ideas, guidelines, and suggestions specific to
music education for a closer and more active interaction with
policy, directed at providing 'tools for action' in the daily
working lives of music educators. This approach enourages those who
are novice to policy as well as those who would like to further
explore and participate in policy action to exercise informed
influence within their field, community, and school, and ultimately
have greater impact in pedagogical, curricular, administrative, and
legislative decision-making.
Both in concept and in practice, policy has permeated the deepest
recesses of civil society and has had particular impact on the
lives of those who are actively connected to the educational
process. For music teachers in particular, policy can evoke images
of a forbidden environment beyond one's day-to-day duties and
responsibilities. Nothing, however, could be farther from the
truth. In this book, author Patrick Schmidt offers a variety of
ways for K-12 music educators to engage with, analyze, and develop
effective policy. Schmidt first demystifies the notion of policy
and the characterization that it is out-of-reach to teachers,
before exemplifying how policy, both big-picture policy and policy
as a daily encounter enacted at the local level, share many
similarities and are indeed co-dependent fragments of the same
process. The first provides extensive and detailed contextual
information, offering a conceptual vision for how to consider
policy in the fast-pace and high-adaptability reality of
21st-century music education environments. The second delivers a
practical set of ideas, guidelines, and suggestions specific to
music education for a closer and more active interaction with
policy, directed at providing 'tools for action' in the daily
working lives of music educators. This approach enourages those who
are novice to policy as well as those who would like to further
explore and participate in policy action to exercise informed
influence within their field, community, and school, and ultimately
have greater impact in pedagogical, curricular, administrative, and
legislative decision-making.
Policy and the Political Life of Music Education is the first book
of its kind in the field of Music Education. It offers a
far-reaching and innovative outlook, bringing together expert
voices who provide a multifaceted and global set of insights into a
critical arena for action today: policy. On one hand, the book
helps the novice to make sense of what policy is, how it functions,
and how it is discussed in various parts of the world; while on the
other, it offers the experienced educator a set of critically
written analyses that outline the state of the play of music
education policy thinking. As policy participation remains largely
underexplored in music education, the book helps to clarify to
teachers how policy thinking does shape educational action and
directly influences the nature, extent, and impact of our programs.
The goal is to help readers understand the complexities of policy
and to become better skilled in how to think, speak, and act in
policy terms. The book provides new ways to understand and
therefore imagine policy, approximating it to the lives of
educators and highlighting its importance and impact. This is an
essential read for anyone interested in change and how to better
understand decision-making within music and education. Finally,
this book, while aimed at the growth of music educators'
knowledge-base regarding policy, also fosters 'open thinking'
regarding policy as subject, helping educators straddling arts and
education to recognize that policy thinking can offer creative
designs for educational change.
"In Search of Intercultural Understanding" is a practical guidebook
for living and working across cultures. In a hands-on and visual
approach, this guide offers new insights and practical advice on
adjusting and coping with the experience abroad. With a variety of
stories, quotations, exercises and illustrations, the reader is
presented with an easy-to-understand survey of cross-cultural
issues that will enhance the global experience and provide guidance
on becoming interculturally competent.
Law and society scholars challenge the common belief that law is
simply a neutral tool by which society sets standards and resolves
disputes. Decades of research shows how much the nature of
communities, organizations, and the people inhabiting them affect
how law works. Just as much, law shapes beliefs, behaviors, and
wider social structures, but the connections are much more
nuanced--and surprising--than many expect.
Law and Society Reader II provides readers an accessible
overview to the breadth of recent developments in this research
tradition, bringing to life the developments in this dynamic field.
Following up a first Law and Society Reader published in 1995,
editors Erik W. Larson and Patrick D. Schmidt have compiled
excerpts of 43 illuminating articles published since 1993 in The
Law & Society Review, the flagship journal of the Law and
Society Association.
By its organization and approach, this volume enables readers to
join in discussing the key ideas of law and society research. The
selections highlight the core insights and developments in this
research tradition, making these works indispensable for those
exploring the field and ideal for classroom use. Across six
concisely-introduced sections, this volume analyzes inequality,
lawyering, the relation between law and organizations, and the
place of law in relation to other social institutions.
This book looks at the transformations that intentional heat
treatment causes in silica rocks when used as lithic raw material.
Heat treatment, known from the Middle Stone Age on, is an important
step in the evolution of techniques, and the way humans perceived
the materials available to them. The study shows an experimental
approach, not only to understanding what happens, but also to
understanding the range of temperatures and heating speeds at which
these transformations take place. The results yield quantitative
data that help with the recognition of techniques and procedures
that silica rocks, such as flint and other cherts, were subjected
to in heat-treated processes.
What practical impact does the incorporation of international human
rights standards into domestic law have? This collection of essays
explores human rights in domestic legal systems. The enactment of
the Human Rights Act in 1998, ushering the European Convention on
Human Rights fully into UK law, represented a landmark in the UK
constitutional order. Other European states similarly have elevated
the status of human rights in their domestic legal systems.
However, whilst much has been written about doctrinal legal
developments, little is yet known about the empirical effects of
bringing rights home. This collection of essays, written by a range
of distinguished socio-legal scholars, seeks to fill this gap in
our knowledge. The essays, presenting new empirical research, begin
their enquiry where many studies in human rights finish. The
contributors do not stop at the recognition of international law
and norms by states, but penetrate the internal workings of
domestic legal systems to see the law in action - - as it is
developed, contested, manipulated, or even ignored by actors such
as judges, lawyers, civil servants, interest groups, and others.
This distinctly socio-legal approach offers a unique contribution
to the literature on human rights, exploring human rights
law-in-action in developed countries. In doing so, it demonstrates
the importance of looking beyond grand generalities and the hopes
of international human rights law in order to understand the impact
of the global human rights movement.
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